Page 325 - EL Grade 5 Teacher Supporting Materials - Module 1

Grade 5: Module 1: Unit 3: Lesson 2
“How can we change had seen so that it is in the pa simple tense?” (saw)
• Invite udents to discuss with an elbow partner and change the verb in their
note-catchers.
“How would changing the verb to pa simple change the meaning of the sentence?” (We would not know exactly when this action was completed, so it might mean that Señora Ortega was not sure Abuelita was ill in the house. It might mean that she saw Abuelita for an in ant rather than for a short period of time.)
“Would that meaning make sense?” (No. Señora Ortega was not sure if Abuelita was ill in the house. She was telling Miguel that she saw her for a few moments, but could not see her anymore.)
• If productive, use a Goal 2 Conversation Cue to encourage udents to li en carefully:
“Who can repeat what your classmate said?” (Responses will vary.)
• Invite udents to add the events to the timeline on their note-catchers.
• Remind udents that had seen is written in the pa perfect tense, and shows that the action began, continued for a moment, and was completed in the pa before another action.
• Invite udents to act out the roles of Miguel and Senora Ortega in the r three chunks.
• Display and read aloud the following chunk: in the burning house. • Ask:
“Where had Señora Ortega seen Abuelita?” (in their house, which was on re)
Recon ruct
• Point to and read the entire sentence on display: I ran to her, and she con rmed that she had seen Abuelita in the burning house.
• Invite one udent to narrate the sentence as others in di erent groups act out the sequence of events.
• Tell udents you will give them time to think and write or sketch. Ask:
“What other que ions can we ask that will help us under and this sentence?” (Responses will vary.)
“How can we use the pa simple and pa perfect to write our own narratives?” (Responses will vary, but may include: When we write, we can use the pa perfect verb tense to show that something happened, continued for a moment, and was completed before another action in the ory.)
• If productive, use a Goal 2 Conversation Cue to encourage udents to li en carefully:
• “Who can repeat what your classmate said?” (Responses will vary.)
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